Research Question: Are there any teacher evaluation models that apply student evaluations of teachers? Author: Amber Sekoll
Student evaluation of teachers as a part of teacher evaluation is an uncommon practice in the United States today. It has been recognized that the teacher evaluation systems that are being implemented in schools across the country is flawed. Many of its critics argue that it is based too much on student’s standardized test scores, and not enough on other important factors such as student’s work in the classroom, teacher’s lesson plans, and classroom practices (Kane, T.). Instead, researchers for the Bill and Melinda Gates Foundation have suggested that a part of teacher evaluation should include student evaluation of teachers in order to get a more accurate idea on how the teacher is performing in the classroom (Dillon, S.). Their study of student evaluation of teachers shows a correlation between high standardized test scores and good student-evaluations. While this study focuses on a correlation between evaluations and test scores, other research has proven that student evaluation has other significance besides indications of high test scores. One study asked students what they expect of a good teacher, and what they actually got from their teachers in the classroom environment (Johnson, B.). The study showed a significant gap between what students expected from their teachers, and what they were actually delivered in the classroom, and that students most valued teachers who are an inspiration, willing to help struggling students, have clear expectations, and are approachable. Researchers concluded from this study that teachers could improve the most by receiving student feedback, evaluating it, and implementing their suggestions of improvement in the classroom. Other reformers have suggested different ways of improving teacher evaluations that implement student evaluations and other methods. For example, one reformer suggests providing teachers with a rubric of what administrators are looking for in evaluations before they are being evaluated, along with implementing student and self-evaluations. Receiving as much feedback as possible will help teachers understand what they need to change in their day-to-day lessons (Mielke, P.). In addition, both advocates for implementing test scores as a part of teacher evaluations and critics of using test scores as a part of teacher evaluations agree that student evaluations of teachers is an important part of an effective evaluation process, and should be implemented in the future (Kane, T.). While student evaluations of teachers seem to be a popular part of the reform on teacher evaluations, correlations between student’s grades and student’s evaluations may prove that student evaluations may not be reliable. There has been a correlation seen between students who received bad grades and bad student evaluations. While this correlation hasn’t been tested, the fact that is so prominent may be an indicator that the student evaluation system could be flawed (Feldman, K. A.)
Based on the multitude of data compiled from this research, it seems that implementing student evaluation into teacher evaluations would be a beneficial asset to reforming the teacher evaluation process. Without a doubt, the current teacher evaluation criteria is flawed. Evaluating a teacher on the platform of students standardized test scores doesn’t take into account other important factors that effect a student’s performance in school and on tests. Teachers should be evaluated based on how they perform in the classroom- especially how well they work with students, how well students respond to/are engaged in lessons, how they implement innovative lesson plans, and how willing they are to think outside the box and teach students in creative new ways. Part of a teacher’s evaluation should come from the students that they teach. Students are the greatest resources for tapping into how well a teacher is performing on a day-to-day basis, not just on how they perform on evaluation days. Students are perfectly capable of identifying what works and what doesn’t work in the classroom and are the best source of feedback for teachers. All a teacher has to do is put a question or two on an assignment asking things such as “How well do you feel you have learned this material?” or “How do you think you could’ve learned this topic better?”. Teachers can then apply these critiques from their own students in their next lesson plan in order to help students learn material in a more effective way. If student input is considered in the evaluation process, both administrators and teacher will reap the benefits of having a solid idea of how a teacher is really performing in the classroom, not just how a teacher is performing based on one day of testing.
Relevance in Rhode Island Schools
It seems that the Rhode Island Strategic Plan is focusing teacher evaluations highly on standardized test scores of those teachers students. Based on the research I've come up with for this project, this method doesn't seem to very effective at all. Firstly, basing a student's academic performance on a test that he or she takes for a few hours on one day is not a good indicator of that student's intelligence or learning progress. No where on the test does it say if that particular student was sick that day, or if he or she ate a good breakfast that morning, or if the student was stressed about something going on at home. These factors and more could drastically effect a student's test scores. Furthermore, using these scores to gauge how a teacher is performing in the classroom seems ridiculous. The Rhode Island Strategic Plan needs to rethink the effectiveness of these teacher evaluation methods, and come up with other methods that are more effective, such as implementing student evaluations of teachers.
Are there any teacher evaluation models that apply student evaluations of teachers?
Author: Amber Sekoll
Student evaluation of teachers as a part of teacher evaluation is an uncommon practice in the United States today. It has been recognized that the teacher evaluation systems that are being implemented in schools across the country is flawed. Many of its critics argue that it is based too much on student’s standardized test scores, and not enough on other important factors such as student’s work in the classroom, teacher’s lesson plans, and classroom practices (Kane, T.). Instead, researchers for the Bill and Melinda Gates Foundation have suggested that a part of teacher evaluation should include student evaluation of teachers in order to get a more accurate idea on how the teacher is performing in the classroom (Dillon, S.). Their study of student evaluation of teachers shows a correlation between high standardized test scores and good student-evaluations. While this study focuses on a correlation between evaluations and test scores, other research has proven that student evaluation has other significance besides indications of high test scores. One study asked students what they expect of a good teacher, and what they actually got from their teachers in the classroom environment (Johnson, B.). The study showed a significant gap between what students expected from their teachers, and what they were actually delivered in the classroom, and that students most valued teachers who are an inspiration, willing to help struggling students, have clear expectations, and are approachable. Researchers concluded from this study that teachers could improve the most by receiving student feedback, evaluating it, and implementing their suggestions of improvement in the classroom. Other reformers have suggested different ways of improving teacher evaluations that implement student evaluations and other methods. For example, one reformer suggests providing teachers with a rubric of what administrators are looking for in evaluations before they are being evaluated, along with implementing student and self-evaluations. Receiving as much feedback as possible will help teachers understand what they need to change in their day-to-day lessons (Mielke, P.). In addition, both advocates for implementing test scores as a part of teacher evaluations and critics of using test scores as a part of teacher evaluations agree that student evaluations of teachers is an important part of an effective evaluation process, and should be implemented in the future (Kane, T.). While student evaluations of teachers seem to be a popular part of the reform on teacher evaluations, correlations between student’s grades and student’s evaluations may prove that student evaluations may not be reliable. There has been a correlation seen between students who received bad grades and bad student evaluations. While this correlation hasn’t been tested, the fact that is so prominent may be an indicator that the student evaluation system could be flawed (Feldman, K. A.)
Works Cited
Dillon, S.. (2010, Dec. 10). What Works in the Classroom? Ask the Students. New York Timesp A15. Retrieved Nov. 18, 2013, from http://www.nytimes.com/2010/12/11/education/11education.html?_r=5&adxnnl=1&ref=education&adxnnlx=1292086864-QhySyGTSuqx2YHm1Wo/zHA&.
Feldman, K. A. (1976,). Grades and college students evaluations of their courses and teachers. Research in Higher Education 4(1), p 69-111. Retrieved Nov. 19, 2013, from http://link.springer.com/article/10.1007/BF00991462.
Johnson, Ben.. (2011, May. 9 ). In Should Students Evaluate Their Teachers?. Retrieved Month. Day, Year, from http://www.edutopia.org/blog/student-evaluation-teachers-ben-johnson
Kane, T.. (2012, Jun. 24). Should Student Test Scores Be Used to Evaluate Teachers?. Wall Street Journal Retrieved Nov. 19, 2013, from http://online.wsj.com/news/articles/SB10001424052702304723304577366023832205042.
Mielke, P.. (2012, Nov.). Keeping Improvement in Mind. ASCD 70(3), p 10-13. Retrieved Nov. 19, 2013, from http://www.ascd.org/publications/educational-leadership/nov12/vol70/num03/Keeping-Improvement-in-Mind.aspx.
Overall Reaction to Your Research
Based on the multitude of data compiled from this research, it seems that implementing student evaluation into teacher evaluations would be a beneficial asset to reforming the teacher evaluation process. Without a doubt, the current teacher evaluation criteria is flawed. Evaluating a teacher on the platform of students standardized test scores doesn’t take into account other important factors that effect a student’s performance in school and on tests. Teachers should be evaluated based on how they perform in the classroom- especially how well they work with students, how well students respond to/are engaged in lessons, how they implement innovative lesson plans, and how willing they are to think outside the box and teach students in creative new ways. Part of a teacher’s evaluation should come from the students that they teach. Students are the greatest resources for tapping into how well a teacher is performing on a day-to-day basis, not just on how they perform on evaluation days. Students are perfectly capable of identifying what works and what doesn’t work in the classroom and are the best source of feedback for teachers. All a teacher has to do is put a question or two on an assignment asking things such as “How well do you feel you have learned this material?” or “How do you think you could’ve learned this topic better?”. Teachers can then apply these critiques from their own students in their next lesson plan in order to help students learn material in a more effective way. If student input is considered in the evaluation process, both administrators and teacher will reap the benefits of having a solid idea of how a teacher is really performing in the classroom, not just how a teacher is performing based on one day of testing.Relevance in Rhode Island Schools
It seems that the Rhode Island Strategic Plan is focusing teacher evaluations highly on standardized test scores of those teachers students. Based on the research I've come up with for this project, this method doesn't seem to very effective at all. Firstly, basing a student's academic performance on a test that he or she takes for a few hours on one day is not a good indicator of that student's intelligence or learning progress. No where on the test does it say if that particular student was sick that day, or if he or she ate a good breakfast that morning, or if the student was stressed about something going on at home. These factors and more could drastically effect a student's test scores. Furthermore, using these scores to gauge how a teacher is performing in the classroom seems ridiculous. The Rhode Island Strategic Plan needs to rethink the effectiveness of these teacher evaluation methods, and come up with other methods that are more effective, such as implementing student evaluations of teachers.